In recent years, the healthcare landscape across the globe has been fundamentally transforming, with nations grappling to equip themselves with a robust workforce capable of delivering quality health services. In Uganda, there has been a notable focus on newly qualified nurses and midwives—those who stand at the threshold of their professional careers and whose experiences during this transitional phase are critical for understanding the nuances of healthcare delivery. A recent study, authored by Murokole, E., Powers, M., Nabirye, R.C., and others, illuminates the transition experiences of these young professionals as they navigate the challenges of entering the health sector.
The title of the study reflects the journey of these individuals—”I had fear when I was coming in; I am confident now.” This sentiment echoes a common theme found in the vast field of nursing and midwifery, where the initial trepidation of taking on a professional role evolves into a sense of confidence as one becomes more familiar with the demands and intricacies of patient care. Through comprehensive assessments and qualitative methodologies, the researchers delved into the emotional and practical hurdles faced by these newly qualified professionals during their entry into the workforce.
Transitional experiences often carry significant weight in not just setting the tone for one’s professional path, but also for shaping overall job satisfaction and mental well-being. The findings from Murokole and the research team’s investigative efforts are essential not only for understanding individual experiences but also for informing broader institutional policy and educational curricula geared towards nursing and midwifery.
Central to the study’s findings is the revelation that fear and anxiety are prevalent emotions among newly qualified nurses and midwives in Uganda. Many participants reported that these feelings stemmed from the overwhelming responsibility of caring for patients in a clinical environment that can be fraught with unpredictability and life-or-death situations. This anxiety often coexists with the anticipation of applying theoretical knowledge acquired during training to real-world scenarios—an aspect of the transition that some describe as daunting and overwhelming.
Confidence-building emerged as a recurring theme in the study, with several participants noting that as they gained experience, their initial fears subsided. Support systems, such as mentorship from experienced colleagues and robust orientation programs, played an instrumental role in this process. Mentorship not only provided a safety net for these new practitioners but also fostered a sense of community and professional belonging, significantly impacting their confidence levels.
It is also noteworthy that the participants expressed a desire for a more structured approach to preceptorship in their organizations. The lack of a formalized support mechanism seems to contribute to varied experiences among newly qualified nurses and midwives, leading to disparities in confidence and skill application. The research highlights the need for healthcare institutions to foster environments where structured preceptorship and mentorship can flourish, ensuring that all newcomers to the profession have equal access to necessary support.
Furthermore, the study explored the impact of work environment dynamics on the emotional state of newly qualified professionals. In many cases, high workloads, limited resources, and inadequate staffing were highlighted as significant stressors that aggravated feelings of insecurity. It became evident that when these young practitioners entered the workforce without sufficient support, they were more likely to experience burnout, which could detract from their professional development.
Hopelessness formed another emerging narrative within the research. Several participants voiced concerns about the sustainability of their careers, often envisioning a future characterized by continual stress and fatigue. This sentiment calls for an urgent examination of working conditions and the implementation of interventions directed towards improving nurses’ and midwives’ job satisfaction and mental health.
The emotional toll of transitioning into professional roles is underscored by the necessity of establishing resilience among new nurses and midwives. Fortunately, several participants articulated the importance of self-care routines and personal coping mechanisms as vital tools for navigating challenging experiences. Developing resilience not only equips them to manage the immediate stresses of their roles but also encourages a long-term commitment to the profession.
From a systemic perspective, the study advocates for a radical reevaluation of training programs, emphasizing that curricula should be tailored to better prepare students for the realities of professional practice. Crucially, the integration of psychological support services within nursing and midwifery educational frameworks can ensure that graduates are equipped not only with clinical skills but also with the emotional fortitude necessary to thrive in demanding environments.
Raising awareness about the experiences of newly qualified nurses and midwives is imperative. The findings from this study serve as a testament to the importance of addressing both individual and systemic factors in professional development. Advocacy from seasoned professionals and leadership within healthcare settings must focus on creating atmospheres where open communication, mentorship, and well-being are prioritized.
While the study on the transitional experiences of newly qualified nurses and midwives in Uganda primarily highlights localized challenges, the implications of its findings resonate on a global scale. Various healthcare systems worldwide encounter similar challenges, making it essential for international discourse on these issues to transpire. By sharing experiences and strategies across borders, a more comprehensive understanding of the transitional phase can be developed, leading to greater advancements in nurse and midwife retention and satisfaction.
In conclusion, the experiences of newly qualified nurses and midwives in Uganda encapsulate vital lessons that extend beyond geographical boundaries. By fostering dialogue around their fears, anxieties, and eventual confidence, we can highlight the complex nature of nursing and midwifery education and practice. Therefore, we must collectively strive to integrate the insights from Murokole and colleagues’ study into future policy-making efforts to nurture a sustainable, competent, and confident healthcare workforce.
Subject of Research: Transition experiences of newly qualified nurses and midwives in Uganda
Article Title: “I had fear when I was coming in; I am confident now”: Transition experiences of newly qualified nurses and midwives in Uganda
Article References:
Murokole, E., Powers, M., Nabirye, R.C. et al. “I had fear when I was coming in; I am confident now”: Transition experiences of newly qualified nurses and midwives in Uganda.
BMC Nurs 24, 1110 (2025). https://doi.org/10.1186/s12912-025-03767-6
Image Credits: AI Generated
DOI:
Keywords: Transition experiences, newly qualified nurses, midwives, Uganda, professional development, mentorship, work environment, resilience, psychological support, healthcare workforce.
Tags: building confidence in nursingchallenges faced by new midwivesemotional hurdles in healthcare careersexperiences of newly qualified nurseshealthcare delivery challenges in Ugandanew nurses’ transition experiencesnursing and midwifery professional journeysovercoming fear in healthcare professionsprofessional growth in nursingqualitative research in nursing educationsupport systems for new nursesUganda’s nursing workforce development
